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Peer Review: A Conduit for Developing Graduate Attributes?

Peer Review: A Conduit for Developing Graduate Attributes?. Judy Pate & Sheena Bell – The Business School Helen Purchase & John Hamer – Computing Science. Research Question. Research question: To what extent does peer review facilitate the development of graduate attributes?

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Peer Review: A Conduit for Developing Graduate Attributes?

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  1. Peer Review: A Conduit for Developing Graduate Attributes? Judy Pate & Sheena Bell – The Business School Helen Purchase & John Hamer – Computing Science

  2. Research Question • Research question: To what extent does peer review facilitate the development of graduate attributes? • Agenda to build and develop generic skills and capability within Higher Education • The Graduate Attributes examined were: • Critical thinking • Evaluating own work and that of others • Reflective practice • Confidence • Autonomous learning • Communication

  3. Peer Assessment • Numerous definitions and labels • describing a process involving students in for example: review, correction, feedback and rating/grading • In this context, peer review is the focus • The literature suggests that peer review promotes: • Critical thinking • Self evaluation • Reviewing others • Reflective practice • Self confidence • Deeper learning • Being an autonomous learner

  4. The Context and Methodology • Context • Corporate entrepreneurship course • Levels 1-5 across university programmes (200 students) • Peer review exercise through on-line software (Aropa) • Not graded • Methodology • Questionnaire before and after the peer review exercise (86% and 60% response rate respectively) • Three focus groups (around 6 participants in each)

  5. What are student perceptions at the start? Positive about undertaking peer review Don’t see review as just the role of the lecturer At the end? Still positive but, actually . . . Less positive on all graduate attributes measured E.g. ‘Assessing my peers helps us learn from each other’ Mean changes from 3.59 to 3.19 (scale 1 strongly disagree and 5 strongly agree) Quantitative Findings

  6. Range of perceptions from: “What are you meant to do with a three word review?” to “It was good. I don’t know if my view is right and it is good to check that I am not thinking in a weird way!”. Lack of some students’ confidence in reviewing “Who are we to tell somebody that their question is bad when we don’t have a clue” Lack of empathy for recipients of their feedback In general a lack of trust in peers’ abilities to give feedback “We did not trust the feedback given to us anyway” Behaving as competitive and strategic learners “I don’t want others stealing my work” “You know (the lecturer) knows better” and they (lecturer) are marking the coursework” Qualitative Findings

  7. Potential is there Online peer review software allows large classes - Aropa Students willing and engaged – the seeds are there Needs more input to prepare students for peer review and graduate attributes Not all students prioritise such an exercise Can’t anticipate full achievement in a single course? Contributes to embedded approach to graduate attributes enhancement (Barrie, 2006) Interwoven rather than outwith the subject learning Research question: To what extent does peer review facilitate the development of graduate attributes?

  8. Contact details: University of Glasgow Business School Judy Pate - judith.pate@glasgow.ac.uk Sheena Bell - sheena.bell@glasgow.ac.uk Helen Purchase - helen.purchase@glasgow.ac.uk John Hamer – hamer@dcs.gla.ac.uk Questions and comments?

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